Over the past decade, a three-semester sequence of experimental physical chemistry laboratory courses was developed to optimize the capstone experience of chemistry majors with an interest in pursuing physical chemistry as industry professionals or furthering their education in graduate school. Developed with input from ACS Guidelines, U.S. Department of Labor professional expectations, recruiters’ feedback, and professional experience in industry, the goal of this three-semester sequence was to increase the higher-order learning and professional competence of the students. The purpose of this research was to evaluate the progress of students toward the learning and performance goal of the three-semester sequence as sequence learning activities prepared students for and involved them in authentic research. The students’ development of higher-order learning was evaluated using text-analysis of student course assignment submissions during enrollment in the three-semester sequence. The readability and Flesch-Kincaid grade-level reading level statistics served as a proxy measure of the higher-order learning and professional competence by assessing the complexity of sentence structure in lab report discussions, research project progress reports, and final research reports. Professional competence was also measured by examining the scientific accuracy of key scientific terms related to their authentic research within text submitted during progress reports and intermediate and final manuscripts for presentation or publication. This presentation will highlight the outcomes of student engagement in the three-course sequence to achieve the learning and performance goal.

Learning evaluation in P–Chem lab sequence that (a) prepares students for and (b) involves them in authentic research

2019 Fall National Meeting

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